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It describes how the most recent ACT test record is selected for students testing multiple times, and how five-year trends in ACT scores relate to differences in student preparation and to changes in the share of tested graduates. The report presents executive summaries plus tables covering average ACT scores by academic preparation, racial/ethnic groups, ability levels, satisfaction measures, score distributions, subscores, gender and race averages, and curriculum adequacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-high-school-profile-h-s-graduating-class-2005-tennessee-state-composite-code-430-000/528983/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-high-school-profile-h-s-graduating-class-2005-tennessee-state-composite-code-430-000/528983.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What population does the report cover for Tennessee?","Question",{"text":112,"@type":113},"The report reflects the characteristics of students who took the ACT during their sophomore, junior, or senior year and graduated from high school in spring 2005.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report handle students who tested more than once?",{"text":117,"@type":113},"It uses the most recent test record. Beginning in 2002, a refined methodology was used to identify each student’s most recent test record, with details provided in the appendix.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of results are summarized in the tables?",{"text":121,"@type":113},"The tables summarize average ACT scores and composite scores by academic preparation, ability level, racial/ethnic groups, and gender, and they include score distributions, subscores, curriculum adequacy, course patterns, GPAs, and major/career choices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},528983,1791600136,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR TENNESSEE  \nCODE 430-000  \nTHE 2005 ACT HIGH SCHOOL PROFILE REPORT REFLECTS THE CHARACTERISTICS OF STUDENTS WHO TOOK THE ACT ASSESSMENT DURING THEIR SOPHOMORE, JUNIOR OR SENIOR YEAR, AND WHO GRADUATED FROM HIGH SCHOOL IN THE SPRING OF 2005.  \nTHE MOST RECENT TEST RECORD IS USED FOR STUDENTS TESTING MORE THAN ONCE . BEGINNING IN 2002, A REFINED METHODOLOGY FOR IDENTIFYING A STUDENT’S MOSTRECENT TEST RECORD WAS USED (SEE APPENDIX FOR A DESCRIPTION) .  \nCHANGES IN AVERAGE ACT ASSESSMENT SCORES REFLECT REAL DIFFERENCES IN STUDENT PREPARATION AND PERFORMANCE AS WELL AS INCREASES IN THE PERCENTAGE OF TESTED GRADUATES IN EACH STATE, INCLUDING STATES REQUIRING STUDENTS TO TAKE THE ACT ASSESSMENT .  \nEXECUTIVE SUMMARY  \nFIVE YEAR ACT SCORE TREND HISTORY .............................1  \nTABLE 1 AVERAGE ACT SCORES BY ACADEMIC PREPARATION FOR RACIAL/ETHNIC GROUPS ........................................3  \nTABLE 2 AVERAGE ACT COMPOSITE SCORES BY ABILITY LEVEL FOR RACIAL/ETHNIC GROUPS ........................................4  \nTABLE 3 STUDENT SATISFACTION WITH VARIOUS ASPECTS OF HIGH SCHOOL EXPERIENCE ..................................................5  \nTABLE 4 ACT SCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ............................................6  \nTABLE 5 ACT SUBSCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ...............................7  \nTABLE 6 AVERAGE ACT SCORES AND STANDARD DEVIATIONS FOR MALES AND FEMALES ...........................................8  \nTABLE 7 EXPRESSED ADEQUACY OF HS EDUCATION ACCORDING TO HS CURRICULUM OR PROGRAM ....................................8  \nTABLE 8 AVERAGE ACT SCORES AND STANDARD DEVIATIONS BY COURSE PATTERNS AND HIGH SCHOOL GPA RANGES ..................................8  \nTABLE 9 HIGH SCHOOL GPAS AND AVERAGE ACT SCORES BY COMMON COURSE PATTERNS (TOTAL, MALE, AND FEMALE) ...................9  \nTABLE 10 DISTRIBUTION OF PLANNED EDUCATIONAL MAJOR AND FIRST VOCATIONAL CHOICE ....................................12  \nTABLE 11 SUMMARY OF RESPONSES TO VARIOUS DEMOGRAPHIC ITEMS ............13  \nTABLE 12 STUDENTS’ SCORE REPORT PREFERENCES AT TIME OF TESTING ........14  \nTABLE 13 AVERAGE ACT SCORES BY STUDENT PLANNED EDUCATIONAL MAJORS .....15  \nTABLE 14 AVERAGE ACT COMPOSITE SCORE BY CAREER CLUSTERS ...............19  \nTABLE 15 HIGH SCHOOL ACADEMIC AREA GRADE AVERAGES BY GENDER AND RACE/ETHNICITY .............................................19  \nAPPENDIX ..............................................................20  \nA C T HIGH SCHOOL PROFILE H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR HS CODE 430-000 PAGE - 1  \nTENNESSEE  \nTHE TABLE BELOW COMPARES AVERAGE ACT SCORES FOR STUDENTS WHO REPORTED THEY COMPLETED OR PLANNED TO COMPLETE THE RECOMMENDED CORE COLLEGE PREPARATORY CURRICULUM WITH THOSE WHO HAD NOT . PLEASE NOTE THAT STATE DEPARTMENTS OF EDUCATION MAY HAVE A DIFFERENT DEFINITION OF THE COLLEGE PREPARATORY COURSES AND MAY, THEREFORE, PUBLISH REPORTS SHOWING SLIGHTLY DIFFERENT DATA . SEE APPENDIX FOR DEFINITION OF CORE .  \nEXECUTIVE SUMMARY - AVERAGE ACT SCORES BY LEVEL OF ACADEMIC PREPARATION  \n\n|  | NUMBER\u003Cbr>CORE/LESS |  | PERCENT\u003Cbr>CORE/LESS |  | ENGLISH\u003Cbr>CORE/LESS | MATH\u003Cbr>CORE/LESS | READING\u003Cbr>CORE/LESS | SCIENCE\u003Cbr>CORE/LESS | COMPOSITE\u003Cbr>CORE/LESS |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| 2000-01 | 26834 | 15904 | 61/ | 36 | 21 .0/18 .0 | 20 . 1/17 .7 | 21 .4/18 .8 | 20 .7/18 .6 | 20 .9/18 .4 |\n| 2001-02 | 26672 | 16159 | 60/ | 36 | 21 .2/18 .1 | 20 . 1/17 .8 | 21 .4/18 .9 | 20 .6/18 .6 | 21 .0/18 .5 |\n| 2002-03 | 26452 | 14667 | 62/ | 34 | 21 .5/18 .5 | 20 .4/18 .0 | 21 .6/19 .2 | 20 .9/18 .8 | 21 .2/18 .8 |\n| 2003-04 | 26244 | 14519 | 62/ | 34 | 21 .6/18 .8 | 20 .5/18 .3 | 21 .7/19 .5 | 20 .9/19 .1 | 21 .3/19 .1 |\n| 2004-05 | 27013 | 14872 | 61/ | 34 | 21 .5/18 .9 | 20 .4/18 .4 | 21 .6/19 .4 | 20 .8/19 .1 | 21 .2/19 ","cbCaihLjDwqQ2mC4","https://ap.wps.com/l/cbCaihLjDwqQ2mC4","pdf",49187,26,"English","# Executive Summary\n## Five Year ACT Score Trend History\n## Average ACT Scores by Academic Preparation for Racial/Ethnic Groups\n## Average ACT Composite Scores by Ability Level for Racial/Ethnic Groups\n## Student Satisfaction with High School Experience\n## ACT Score Distributions and Averages\n## ACT Subscore Distributions and Averages\n## Average ACT Scores by Gender and Sex\n## Curriculum Adequacy by HS Education\n## ACT Scores by Course Patterns and GPA Ranges\n## High School GPAs and ACT Scores by Course Patterns\n## Planned Educational Major and First Vocational Choice\n## Responses to Demographic Items\n## Score Report Preferences\n## Average ACT Scores by Planned Educational Majors\n## Average ACT Composite by Career Clusters\n## High School Academic Area Grade Averages\n# Appendix","[{\"question\":\"What population does the report cover for Tennessee?\",\"answer\":\"The report reflects the characteristics of students who took the ACT during their sophomore, junior, or senior year and graduated from high school in spring 2005.\"},{\"question\":\"How does the report handle students who tested more than once?\",\"answer\":\"It uses the most recent test record. Beginning in 2002, a refined methodology was used to identify each student’s most recent test record, with details provided in the appendix.\"},{\"question\":\"What types of results are summarized in the tables?\",\"answer\":\"The tables summarize average ACT scores and composite scores by academic preparation, ability level, racial/ethnic groups, and gender, and they include score distributions, subscores, curriculum adequacy, course patterns, GPAs, and major/career choices.\"}]","ACT High School Profile - H S Graduating Class 2005 - Tennessee State Composite (Code 430-000) | PDF",1791520199,66]